Open AccessEvidence-Based Course Design for Active Learning: Evaluation of a Blended Learning Approach to Enable Academic Faculty Development
Author(s) -
Samuel Olugbenga King
Publication year - 2015
Publication title -
international dialogues on education
Language(s) - English
Resource type - Journals
ISSN - 2198-5944
DOI - 10.53308/ide.v2i3.179
Subject(s) - blended learning , faculty development , professional development , learning design , computer science , active learning (machine learning) , instructional design , mathematics education , knowledge management , educational technology , engineering ethics , engineering management , engineering , psychology , pedagogy , artificial intelligence
This article describes two blended learning (technology-rich) professional development workshops on course design for active learning to enable faculty development at a research university in the Southeastern United States. Specifically, the workshops were designed to address gaps in the international academic development literature, and so this article highlights one way to address related requirements, such as the need for systematic evaluation, provision of thick descriptions of academic development practices, and evaluation of the effect of different learning environments (physical classroom spaces) on teaching and learning outcomes. Hence, the workshops model evidence-based approaches for designing faculty development, including the systematic alignment of the workshops’ goals with qualitative and quantitative evaluations of the workshops’ effectiveness.